I'd like to build upon my original interpretation of the meaning of critical literacy: " ...[T]exts are not neutral, I've always known it, and I believe that it is imperative that educators take an active and challenging approach to reading. It is of the utmost importance that teachers empower their students to question and critically analyze texts; so, students develop an awareness of the relationships between texts, language, power, social groups, and societal practices." I would like to edit my original post. As, I feel that teachers should empower their students to question and critically analyze social biases, norms, and society at large. Critical literacy is about realizing that books can serve as a platform for exposing social ills.
In fact, the more we examine texts the more this statement rings true: "There are no neutral texts." It is both daunting and empowering to understand that every book can and should be critically analyzed. Daunting because this realization leaves little room for vacillation. In other words, once you know that you should be using a critical lens when reading you are obligated to practice it, and you can no longer accept texts at face value. At the same time it is empowering, because you, the reader are aware that each book conveys a certain message, reveal a certain bias or belief, etc. Thus, you can uncover these messages hidden in plain sight, and you won't be take in by them.
Actually, over the course of this class I have been surprised to discover a stunning number of underlying messages and stereotypes perpetuated in my own writing--it appears my critical lens is working overtime.
Wednesday, November 28, 2007
Sunday, October 28, 2007
Banned Books
Since the dawn of time people have exhibited the need to communicate experiences, ideas, and desires. Cave painting, story telling, literature, stone monuments—these are all examples of people attempting to preserve, for posterity, and convey the human record to future generations.
This is thought struck me as I pondered censorship, intellectual freedom and Washington, DC:
It strikes me that the Thomas Jefferson Memorial in Washington, DC is one of the most meaningful monuments in the nation from an information standpoint. Which is to say that, it memorializes one of the greatest (and some might argue most controversial) figures in the history of the nation who also happened a staunch supporter of intellectual freedom. Jefferson is one of the most accomplished figures in the history of the nation, he was: a naturalist; an agriculturalist; a scientist; a geographer; a musician; a lawyer; an architect; an inventor, a magistrate and county lieutenant; a representative in the House of Burgesses; a Virginia legislator; the governor of Virginia; the secretary of state, under President George Washington; the vice president of the United States, under John Adams; the president of the United States; the Minister to France; an educator; the founder of the University of Virginia, and more. Perhaps it was his commitment to his own education that made Jefferson appreciate the powerful role that information plays in society. Whatever the case, Jefferson was convinced that the key ensuring the success of the nation was to preserve and convey information to future generations, who would use this information to adapt and advance. To that end he was a staunch supporter of intellectual freedom, and his words, immortalized in stone, stand as a testament to his firm commitment to intellectual freedom. Jefferson states, “I have sworn upon the altar of God eternal hostility against every form of tyranny over the mind of man.” These words prove, in no uncertain terms, that Jefferson believed access to information free of censorship was part and parcel of democracy. This monument provides visitors with a sense of the limitless possibilities education and knowledge can provide. As well a stirring call to safeguard the freedom to access information as a fundamental right, which makes it one of the most important monuments from an information standpoint.
So, now we practice tyranny of the mind through censorship of the book? Well, that my friends is as slippery as the slope gets, so to speak. While I don't stock my shelves with Mein Kampf, as--my patrons do not demand it, I do find something terribly wrong with the thought of denying someone access to a book that they really want to read. Yeah, my library has a challenge policy in place, because I work in a specialized library and I'm in the business of pleasing my patrons; nevertheless, if someone asked for a book I would do everything in my power to connect them with that book (that being said I also understand that parents have a legal right to weigh in on their child's access to certain information, and I respect that); because, who am I to adjudge the relative value of a book? Who am I to say that someone may or may not read a particular book?
This is thought struck me as I pondered censorship, intellectual freedom and Washington, DC:
It strikes me that the Thomas Jefferson Memorial in Washington, DC is one of the most meaningful monuments in the nation from an information standpoint. Which is to say that, it memorializes one of the greatest (and some might argue most controversial) figures in the history of the nation who also happened a staunch supporter of intellectual freedom. Jefferson is one of the most accomplished figures in the history of the nation, he was: a naturalist; an agriculturalist; a scientist; a geographer; a musician; a lawyer; an architect; an inventor, a magistrate and county lieutenant; a representative in the House of Burgesses; a Virginia legislator; the governor of Virginia; the secretary of state, under President George Washington; the vice president of the United States, under John Adams; the president of the United States; the Minister to France; an educator; the founder of the University of Virginia, and more. Perhaps it was his commitment to his own education that made Jefferson appreciate the powerful role that information plays in society. Whatever the case, Jefferson was convinced that the key ensuring the success of the nation was to preserve and convey information to future generations, who would use this information to adapt and advance. To that end he was a staunch supporter of intellectual freedom, and his words, immortalized in stone, stand as a testament to his firm commitment to intellectual freedom. Jefferson states, “I have sworn upon the altar of God eternal hostility against every form of tyranny over the mind of man.” These words prove, in no uncertain terms, that Jefferson believed access to information free of censorship was part and parcel of democracy. This monument provides visitors with a sense of the limitless possibilities education and knowledge can provide. As well a stirring call to safeguard the freedom to access information as a fundamental right, which makes it one of the most important monuments from an information standpoint.
So, now we practice tyranny of the mind through censorship of the book? Well, that my friends is as slippery as the slope gets, so to speak. While I don't stock my shelves with Mein Kampf, as--my patrons do not demand it, I do find something terribly wrong with the thought of denying someone access to a book that they really want to read. Yeah, my library has a challenge policy in place, because I work in a specialized library and I'm in the business of pleasing my patrons; nevertheless, if someone asked for a book I would do everything in my power to connect them with that book (that being said I also understand that parents have a legal right to weigh in on their child's access to certain information, and I respect that); because, who am I to adjudge the relative value of a book? Who am I to say that someone may or may not read a particular book?
Tuesday, October 23, 2007
Library Observation
The Martin Luther King Jr. Memorial Library is the main branch of the District of Columbia Public Library (hereafter D.C.P.L.). D.C.P.L. librarians provide reference services in support of the library’s mission of “providing resources for the education, information, research, cultural enrichment, and recreation needs of the Washington, D.C. community.” In addition to a reference desk in the lobby, which provides directional and referral services, there are fourteen subject division desks at the main branch library. Reference service within the Martin Luther King Jr. Memorial Library is division specific. Thus, if a patron were looking for books or articles about Van Gogh, the painter, he or she would be directed to the Art Division on the third floor. There the patron would have access to the entire “Art” collection of the Martin Luther King Jr. Memorial Library, and his or her reference questions would be fielded by one of the Art Division’s reference librarians.
The Children’s Division is housed on the second floor of the building, and is equipped with its own restrooms and water fountains. The Children’s collection is split into the ALA recommended divisions: Picture or Easy Readers in one section, fiction in another section, non-fiction books (classified by Dewey Decimal designation), and reference books. The collection seems geared for patrons between Preschool and eighth grade. During my visit there were two librarians providing division specific reference services, and maintaining the collection.
In addition to children, parents this division caters to adults who work with children. At the main desk educators may apply for an “educator card,” which entitles them to check out up to 100 books at a time without ever having to worry about late fees! Furthermore, the library will provide laden educators with an educator cart upon request to help tote books around the city.
Diverse Authors
I was pleased to discover a plethora of diverse authors and illustrators in this collection. For example, in non-fiction I discovered that one of my favorite African American poets, Eloise Greenfield, was more than adequately represented in the non-fiction poetry area (811). I also found Donald Crews more than adequately represented in the easy reader section of the children’s division this African American writer and illustrator depicts African American characters engaging in everyday situations, and his books read like a chronicle of his exploits as a child. His colorful illustrations are perfect for early readers, and one of my favorites is Shortcut. Furthermore, I discovered a great number of Patricia Polacco’s stories in the easy reader section. Polacco is a diverse author and illustrator who describes traditions specific to her family and ethnicity (Polish) in a delightfully child-like way. Her stories are engaging and well written. Several of her stories feature Polish terms, and they are perfect for exposing young children to different ethnicities.
Diverse Books
My desire to counter Lucy Loud Lips’ stereotypical portrait of African American’s led me to search for some positive images of African Americans in literature. I found Henry’s Freedom Box, by Ellen Levine. This picture book is based upon the incredibly true story of an African American slave whose family is split up and traded like chattel. His horror at the situation leads the to seek asylum from slavery; thus, he decides to mail himself north to freedom. Thereafter, I browsed the shelves in search of books that represented other cultures and ethnicities. During my search I encountered an astonishing number of fiction and non-fiction materials available in different languages including but not limited to: Spanish, Chinese, Russian, Vietnamese, and German. For example, I found Fiesta Fiasco, by in the Easy Reader Section (E PAU) a fun fiction story about a rabbit that convinces a turtle and iguana to buy some ill-fitting presents for their friend the snake. The story features Spanish words, and a glossary of the terms used in the story. In the non-fiction section I discovered the folktale Hansel and Gretel : Hansel y Gretel, by Abeyà, Elisabet (398.2 ELI). In this book the traditional folktale is told in both English and Spanish.
In addition to a nice collection of books with diverse ethnic and cultural themes I also found books that spoke to exceptionalities. For example, while in the nonfiction section I discovered a book about a boy suffering from Cerebral Palsy and about the positive effects that getting a wheelchair had on him. Rolling along : the story of Taylor and his wheelchair, by Jamee Heelan (616.83 HEE). In the fiction section I found the story Bluish : a novel by Virgina Hamilton (J HAM) about a young girl who is intrigued by the tragic illness of a fellow classmate whose leukemia causes her to become pale and confines her to a wheelchair.
I was very happy with the diverse collection in the children’s division. This, I discovered, can be attributed to the diverse community that surrounds the Martin Luther King Jr. Memorial Library. The librarian I spoke with explained that the library diversifies its holdings as it becomes increasingly aware of the unique needs of its diverse patrons. When asked how this division ascertains its patrons’ needs she described the twice-yearly patron studies produced by the Marketing and Communications Department, “[Surveys] are executed by all twenty-six branches, or neighborhood libraries as they are currently referred to, and circulated amongst all divisions. The librarian assures me that these paper and pencil surveys are “quite thorough,” and adds that patrons happily oblige to survey requests. She states: “We talk to them, we ask them to, and they are willing to fill out the surveys because they love the library. Surprisingly, everyone loves the library.”
The library itself provides patrons with many services designed to meet their diverse needs. For example, there is a language service that allows us to conduct reference interviews, through an interpreter, with patrons who do not speak English. The service is called Language Line, and is a popular and exciting new service. Another example is the assistive listening devices that are available for patrons with hearing problems, who are seeking reference service.
The Children’s Division is housed on the second floor of the building, and is equipped with its own restrooms and water fountains. The Children’s collection is split into the ALA recommended divisions: Picture or Easy Readers in one section, fiction in another section, non-fiction books (classified by Dewey Decimal designation), and reference books. The collection seems geared for patrons between Preschool and eighth grade. During my visit there were two librarians providing division specific reference services, and maintaining the collection.
In addition to children, parents this division caters to adults who work with children. At the main desk educators may apply for an “educator card,” which entitles them to check out up to 100 books at a time without ever having to worry about late fees! Furthermore, the library will provide laden educators with an educator cart upon request to help tote books around the city.
Diverse Authors
I was pleased to discover a plethora of diverse authors and illustrators in this collection. For example, in non-fiction I discovered that one of my favorite African American poets, Eloise Greenfield, was more than adequately represented in the non-fiction poetry area (811). I also found Donald Crews more than adequately represented in the easy reader section of the children’s division this African American writer and illustrator depicts African American characters engaging in everyday situations, and his books read like a chronicle of his exploits as a child. His colorful illustrations are perfect for early readers, and one of my favorites is Shortcut. Furthermore, I discovered a great number of Patricia Polacco’s stories in the easy reader section. Polacco is a diverse author and illustrator who describes traditions specific to her family and ethnicity (Polish) in a delightfully child-like way. Her stories are engaging and well written. Several of her stories feature Polish terms, and they are perfect for exposing young children to different ethnicities.
Diverse Books
My desire to counter Lucy Loud Lips’ stereotypical portrait of African American’s led me to search for some positive images of African Americans in literature. I found Henry’s Freedom Box, by Ellen Levine. This picture book is based upon the incredibly true story of an African American slave whose family is split up and traded like chattel. His horror at the situation leads the to seek asylum from slavery; thus, he decides to mail himself north to freedom. Thereafter, I browsed the shelves in search of books that represented other cultures and ethnicities. During my search I encountered an astonishing number of fiction and non-fiction materials available in different languages including but not limited to: Spanish, Chinese, Russian, Vietnamese, and German. For example, I found Fiesta Fiasco, by in the Easy Reader Section (E PAU) a fun fiction story about a rabbit that convinces a turtle and iguana to buy some ill-fitting presents for their friend the snake. The story features Spanish words, and a glossary of the terms used in the story. In the non-fiction section I discovered the folktale Hansel and Gretel : Hansel y Gretel, by Abeyà, Elisabet (398.2 ELI). In this book the traditional folktale is told in both English and Spanish.
In addition to a nice collection of books with diverse ethnic and cultural themes I also found books that spoke to exceptionalities. For example, while in the nonfiction section I discovered a book about a boy suffering from Cerebral Palsy and about the positive effects that getting a wheelchair had on him. Rolling along : the story of Taylor and his wheelchair, by Jamee Heelan (616.83 HEE). In the fiction section I found the story Bluish : a novel by Virgina Hamilton (J HAM) about a young girl who is intrigued by the tragic illness of a fellow classmate whose leukemia causes her to become pale and confines her to a wheelchair.
I was very happy with the diverse collection in the children’s division. This, I discovered, can be attributed to the diverse community that surrounds the Martin Luther King Jr. Memorial Library. The librarian I spoke with explained that the library diversifies its holdings as it becomes increasingly aware of the unique needs of its diverse patrons. When asked how this division ascertains its patrons’ needs she described the twice-yearly patron studies produced by the Marketing and Communications Department, “[Surveys] are executed by all twenty-six branches, or neighborhood libraries as they are currently referred to, and circulated amongst all divisions. The librarian assures me that these paper and pencil surveys are “quite thorough,” and adds that patrons happily oblige to survey requests. She states: “We talk to them, we ask them to, and they are willing to fill out the surveys because they love the library. Surprisingly, everyone loves the library.”
The library itself provides patrons with many services designed to meet their diverse needs. For example, there is a language service that allows us to conduct reference interviews, through an interpreter, with patrons who do not speak English. The service is called Language Line, and is a popular and exciting new service. Another example is the assistive listening devices that are available for patrons with hearing problems, who are seeking reference service.
Wednesday, October 17, 2007
Olsson's Books
This timely assignment allowed me an opportunity to satisfy my literature craving at the low-key Dupont Circle branch of Olsson's Bookstore, 1307 19th St., NW. I am consistently amazed at the lack of patrons in this location, and often wonder how they manage to stay open. This visit was no exception. The store was virtually deserted, and foot traffic was minimal. Over the course of my visit three families entered in search of books to fulfill class requirements. After several references to "the booklist" the would settle upon their selections. Unlike several of their other locations (Chinatown, Reagan, etc.) this branch cannot be considered an information common ground as there are no spaces for community meetings or coffee shop attachment. I quickly found the children's book section, which was aptly labeled. The section is a small nook off to the right of the register. As a general rule I prefer to browse the stacks myself, but I made a stop by the register to determine whether the staff would be willing to help patrons find books. The cashier was not very knowledgeable, but was very helpful. She explained that she can help me find a specific author or title, and to a lesser degree books about a specific subject. I thanked her for her willingness to help, but settled to the task of finding some multicultural books without assistance. This task was made difficult by the shelving practices of the bookstore. Children's books were stored on shelves, and not prominently displayed. There was a small chair (child-sized), which I sat in this as I perused their selection. They were alphabetically ordered according to the author's last name, and there were no theme grouping. So, I had to look at each title and choose books that sounded multi-cultural. I was very pleased with the titles that I eventually found. However, I noted that there were slim pickings for certain cultures; actually, they had a small collection in general. For instance, I couldn't find any books approved by the Oyate organization. Still, after a good deal of browsing I found a few titles that I am familiar with and like, they were:
Henry's Freedom Box
Ellen Levine
Freedom on the Menu
Carole Weatherford
Tar Beach
Faith Ringold
Too Many Tamales
Gary Soto
Sadako and the Paper Cranes
Eleanor Coerr
Henry's Freedom Box
Ellen Levine
Freedom on the Menu
Carole Weatherford
Tar Beach
Faith Ringold
Too Many Tamales
Gary Soto
Sadako and the Paper Cranes
Eleanor Coerr
Wednesday, October 10, 2007
Teacher Interview
I spoke with a ten year veteran of the DC Public school system. She is currently teaching third grade in an urban school. Although, her school failed to meet its targeted Annual Yearly Percentage (AYP)in reading for the '06-'07 school year her class met Reading AYP, and even more astonishing they did so without Houghton Mifflin! This is a transcript of my interview with the aforementioned teacher:
What role does literature play in your classroom curriculum?
Well, our school has a block schedule. So we are required to teach literacy for 120 minutes a day (she says with a wry smile). However, literature is around us at all times, and [I think] it is important that we incorporate it in all aspects of [student] lives and learning. [Thus,] I try to incorporate literature in every subject. I think this opens up [my students'] eyes to the creative aspect of all [subject areas].
What kinds of books are chosen?
I check to see that...
a) The book will appeal [to the students]
b) The book will reinforce what I am teaching.
Why and how?
I preview a lot of kid books, excuse me, children's literature. The books I preview are ones that I have researched, or ones that have been recommended by other teachers or even my students. [As I preview I am looking to see if the book] is on topic, will reinforce the standards, and will appeal to the students. I am even checking the cultural aspects of class. My class has a lot of ELL kids, and I try to pick books that appeal to them and me too!
What is the teacher's theoretical perspective on teaching or specifically on using children's literature in the curriculum?
I believe that using a variety of authentic literature allows the teacher to have creativity and versatility [so] they are not stuck using one system. Last year, for example, I didn't use H.M. just good fun stories. I also use reader's workshop.
What role does literature play in your classroom curriculum?
Well, our school has a block schedule. So we are required to teach literacy for 120 minutes a day (she says with a wry smile). However, literature is around us at all times, and [I think] it is important that we incorporate it in all aspects of [student] lives and learning. [Thus,] I try to incorporate literature in every subject. I think this opens up [my students'] eyes to the creative aspect of all [subject areas].
What kinds of books are chosen?
I check to see that...
a) The book will appeal [to the students]
b) The book will reinforce what I am teaching.
Why and how?
I preview a lot of kid books, excuse me, children's literature. The books I preview are ones that I have researched, or ones that have been recommended by other teachers or even my students. [As I preview I am looking to see if the book] is on topic, will reinforce the standards, and will appeal to the students. I am even checking the cultural aspects of class. My class has a lot of ELL kids, and I try to pick books that appeal to them and me too!
What is the teacher's theoretical perspective on teaching or specifically on using children's literature in the curriculum?
I believe that using a variety of authentic literature allows the teacher to have creativity and versatility [so] they are not stuck using one system. Last year, for example, I didn't use H.M. just good fun stories. I also use reader's workshop.
Wednesday, October 3, 2007
Perdue is obsessed with chicken
http://www.perdue.com/company/news/press_release.html?id=1164
I hope you enjoy this Perdue commercial as much as I did. Clearly, this commercial is an example of an advertisement message interwoven into a traditional fairy tale. In addition, I think it's a clever spoof of the seller's "obsession" and the depths to which corporations will sink in order to market their goods. Actually, when you think about it that way it's kind of sad, a sobering look at our contemporary cultural practices.
I hope you enjoy this Perdue commercial as much as I did. Clearly, this commercial is an example of an advertisement message interwoven into a traditional fairy tale. In addition, I think it's a clever spoof of the seller's "obsession" and the depths to which corporations will sink in order to market their goods. Actually, when you think about it that way it's kind of sad, a sobering look at our contemporary cultural practices.
Tuesday, October 2, 2007
Online Research to find Children's Literature Web Sites part II
http://64.233.169.104/search?q=cache:u6x-dNMMpl4J:ira.org/downloads/wc_handouts/wc06_gove_sebian.doc+critical+literacy+and+picture+books&hl=en&ct=clnk&cd=3&gl=us&client=firefox-a
Additionally, here is a website about critical literacy, and the potential environmental awareness and activism teachers can promote by exposing students to picture books, with environmental themes, that provide spaces for critical literacy. Although, this website does not fodder interactivity it does provide a list of titles that I would recommend teachers invest in. This site really makes you think about the potential effect of engaging students in critical literacy.
Additionally, here is a website about critical literacy, and the potential environmental awareness and activism teachers can promote by exposing students to picture books, with environmental themes, that provide spaces for critical literacy. Although, this website does not fodder interactivity it does provide a list of titles that I would recommend teachers invest in. This site really makes you think about the potential effect of engaging students in critical literacy.
Sunday, September 30, 2007
Online Research to find Children's Literature Web Sites
http://www.scils.rutgers.edu/~kvander/ChildrenLit/issues.html
This website provides bibliographies of children's literature resources. On the Children's Literature Page visitors may access a topical list of assembled bibliographies, there are a vast array of resources including: children's books, adult books about children's literature, fiction compilations, children's cookbooks, children's publishers, teacher resources explaining how to share and evaluate children's books with children, special interest titles, fairytale and folktale resources, and online resources. On the Sensitive Issues in Children's Literature Page it is possible to access a bibliography designed to help parents and teacher terature for use with young children," and provides two case studies that are cases in point. For example, the authors examine two books featuring Mexican American protagonists to illuminate issues and problems in the images the books present of Mexican Americans. The paper also provides some theories on race and provides some suggestions about the manner in which early childhood educators and teacher education programs can avoid some of the pitfalls of selecting children's literature. Particularly interesting is the fact that the authors and the journal editors have invited readers to be part of an ongoing electronic discussion of issues raised in this paper. Visitors can click on a "dialog box," and submit comments on the article. Several are selected and posted on the Web site to open further discussion.
http://www.oyate.org/books-to-avoid/index.html
To quote the great Lakota leader, Tatanka Iotanka—Sitting Bull— who said, “Let us put our minds together and see what life we will make for our children." To quote the Oyate organization "It is as important as it has ever been for [Indian children] to know who they are and what they come from..." which is one of the reasons why the Oyate organization reads, reviews, critiques and recommends books that featuring Native American themes or characters or culture or history. This entirely Native run organization aims to ensure that Native Americans are portraying in a historically accurate and respectful manner.
"Their work includes critical evaluation of books and curricula with Indian themes, conducting of “Teaching Respect for Native Peoples” workshops and institutes; administration of a small resource center and reference library; and distribution of children’s, young adult, and teacher books and materials, with an emphasis on writing and illustration by Native people."
All of the books and materials that they do not recommend are posted on their website, and each decision is expounded upon in a critical review. Links are listed on the website. They also provide a list of recommended literature and materials. I found many of there suggestions helpful and surprising! I will be more cognizant of the materials I provide to the students in the future.
http://hastings.lexingtonma.org/Library/Yes/RaceBooks.html
This website provides a list of the the books and materials contained in literature kits available to teachers at Franklin Elementary school. Although this is a school based website I found it helpful; as, these literature kits were constructed to correlate with anti-bias instruction. Thus, visitors may view anti-bias lesson plans, correlated books and resources, weblinks, and even sample student work! Empowering students to be critically literate is not enough, we must also teach them how to celebrate differences. These kits seem like they'd help instructors do just that.
http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li400.htm
This website is a pathway designed to provide teachers with sufficient knowledge and background to begin to understand the literacy needs of culturally and linguistically diverse students, and some of the manners of addressing those needs. The site contains text with hyperlinks, these hyperlinks are attached to key terms. Visitors may click on one of the hyperlinks for a concise definition of certain educational terminology (aka jargon). The site administrators have underscored the importance of the development of curricula, teaching strategies, and policies that will help all students succeed in school. Specifically, they encourage teachers in their "Efforts to welcome, understand, and affirm all students--and to treat their cultural and linguistic backgrounds as equally valid and important...." This is an interesting site, and really quite forward thinking. The authors have provided fodder for critical literacy by suggesting that literacy instruction necessarily involves students interacting with texts in specific ways depending upon their cultural and linguistic backgrounds, ways of making meaning, and prior knowledge. Similarly, on our first night of class professor Vasquez suggested that we reflect upon the baggage we bring to the texts and critically evaluate the baggage the authors and illustrators bring to the books they create.
This website provides bibliographies of children's literature resources. On the Children's Literature Page visitors may access a topical list of assembled bibliographies, there are a vast array of resources including: children's books, adult books about children's literature, fiction compilations, children's cookbooks, children's publishers, teacher resources explaining how to share and evaluate children's books with children, special interest titles, fairytale and folktale resources, and online resources. On the Sensitive Issues in Children's Literature Page it is possible to access a bibliography designed to help parents and teacher terature for use with young children," and provides two case studies that are cases in point. For example, the authors examine two books featuring Mexican American protagonists to illuminate issues and problems in the images the books present of Mexican Americans. The paper also provides some theories on race and provides some suggestions about the manner in which early childhood educators and teacher education programs can avoid some of the pitfalls of selecting children's literature. Particularly interesting is the fact that the authors and the journal editors have invited readers to be part of an ongoing electronic discussion of issues raised in this paper. Visitors can click on a "dialog box," and submit comments on the article. Several are selected and posted on the Web site to open further discussion.
http://www.oyate.org/books-to-avoid/index.html
To quote the great Lakota leader, Tatanka Iotanka—Sitting Bull— who said, “Let us put our minds together and see what life we will make for our children." To quote the Oyate organization "It is as important as it has ever been for [Indian children] to know who they are and what they come from..." which is one of the reasons why the Oyate organization reads, reviews, critiques and recommends books that featuring Native American themes or characters or culture or history. This entirely Native run organization aims to ensure that Native Americans are portraying in a historically accurate and respectful manner.
"Their work includes critical evaluation of books and curricula with Indian themes, conducting of “Teaching Respect for Native Peoples” workshops and institutes; administration of a small resource center and reference library; and distribution of children’s, young adult, and teacher books and materials, with an emphasis on writing and illustration by Native people."
All of the books and materials that they do not recommend are posted on their website, and each decision is expounded upon in a critical review. Links are listed on the website. They also provide a list of recommended literature and materials. I found many of there suggestions helpful and surprising! I will be more cognizant of the materials I provide to the students in the future.
http://hastings.lexingtonma.org/Library/Yes/RaceBooks.html
This website provides a list of the the books and materials contained in literature kits available to teachers at Franklin Elementary school. Although this is a school based website I found it helpful; as, these literature kits were constructed to correlate with anti-bias instruction. Thus, visitors may view anti-bias lesson plans, correlated books and resources, weblinks, and even sample student work! Empowering students to be critically literate is not enough, we must also teach them how to celebrate differences. These kits seem like they'd help instructors do just that.
http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li400.htm
This website is a pathway designed to provide teachers with sufficient knowledge and background to begin to understand the literacy needs of culturally and linguistically diverse students, and some of the manners of addressing those needs. The site contains text with hyperlinks, these hyperlinks are attached to key terms. Visitors may click on one of the hyperlinks for a concise definition of certain educational terminology (aka jargon). The site administrators have underscored the importance of the development of curricula, teaching strategies, and policies that will help all students succeed in school. Specifically, they encourage teachers in their "Efforts to welcome, understand, and affirm all students--and to treat their cultural and linguistic backgrounds as equally valid and important...." This is an interesting site, and really quite forward thinking. The authors have provided fodder for critical literacy by suggesting that literacy instruction necessarily involves students interacting with texts in specific ways depending upon their cultural and linguistic backgrounds, ways of making meaning, and prior knowledge. Similarly, on our first night of class professor Vasquez suggested that we reflect upon the baggage we bring to the texts and critically evaluate the baggage the authors and illustrators bring to the books they create.
Monday, September 24, 2007
My initial thoughts about creating a "text set"
TGFW- Thank God for Wednesday:
I would still be confused were it not for our in class discussion on Wednesday, Sept. 19, 2007. To be sure, I had gotten the gist of "multi-media text sets," but I really benefitted from hearing others' ideas about their multi-media text sets. As our discussion progressed I was able to refine my understanding of, generate ideas about and gain insight into the process of designing my multi-media text set.
The driving social issue to be explored with my multimedia text set is Stereotyping. As I mentioned in class I have decided to make Loud Lips Lucy the central text of my multimedia text set. Check out the book preview on Amazon.com, http://www.amazon.com/Loud-Lips-Lucy-Smarties-Book/dp/0970829604. As, I feel it negatively portrays a young African American child in stereotypical fashion. The main character is garbed in stereotypical fashion wearing baggy jeans, a midriff exposing top, with unruly hair. Further, she uses slang, and is both loud and ignorant. I feel that this stereotypical depiction of an African American child is socially relevant considering our current social climate(see Jena 6, and "the NAACP holds a symbolic funeral for the N-word").
I have since decided to use Brother Eagle Sister Sky as an example of stereotyping, because its illustrations, while moving, are inaccurate. The illustrations that accompany this text portray Native Americans, in popular fashion, as headdress wearing, horse riding folk.
In regard to the image which will accompany my multimedia text set: I may use an illustration from The Story of Little Black Sambo, and an image of it's American adaption "the black faced minstrel" juxtaposed in order to create a stunning visual statement about the potential impact of children's literature and the potential harm of stereotypes.
I would still be confused were it not for our in class discussion on Wednesday, Sept. 19, 2007. To be sure, I had gotten the gist of "multi-media text sets," but I really benefitted from hearing others' ideas about their multi-media text sets. As our discussion progressed I was able to refine my understanding of, generate ideas about and gain insight into the process of designing my multi-media text set.
The driving social issue to be explored with my multimedia text set is Stereotyping. As I mentioned in class I have decided to make Loud Lips Lucy the central text of my multimedia text set. Check out the book preview on Amazon.com, http://www.amazon.com/Loud-Lips-Lucy-Smarties-Book/dp/0970829604. As, I feel it negatively portrays a young African American child in stereotypical fashion. The main character is garbed in stereotypical fashion wearing baggy jeans, a midriff exposing top, with unruly hair. Further, she uses slang, and is both loud and ignorant. I feel that this stereotypical depiction of an African American child is socially relevant considering our current social climate(see Jena 6, and "the NAACP holds a symbolic funeral for the N-word").
I have since decided to use Brother Eagle Sister Sky as an example of stereotyping, because its illustrations, while moving, are inaccurate. The illustrations that accompany this text portray Native Americans, in popular fashion, as headdress wearing, horse riding folk.
In regard to the image which will accompany my multimedia text set: I may use an illustration from The Story of Little Black Sambo, and an image of it's American adaption "the black faced minstrel" juxtaposed in order to create a stunning visual statement about the potential impact of children's literature and the potential harm of stereotypes.
Wednesday, September 19, 2007
Alternate version text
My idea is to tell the traditional story changing its perspective. I intend to have the stepmother narrate. I hope to turn the traditional story, which virtually created the WICKED STEPMOTHER archetype, on it's ear. Here is an excerpt from the story. If you have any questions, or comments feel free to contact me post haste.
Watching the girl snivel piteously over her father’s grave reminded me of my own mother’s funeral. “The poor dear,” I thought cringing at the memory. Right then and there I determined to accept the girl as one of my own. “Come child,” I said offering my hand, which she accepted blindly. Gently I steered her away from my second husband’s final resting place. “May God rest his soul,” I thought struggling to conquer my raging emotions. I would have to be strong in the upcoming weeks; these girls would need someone to lean upon. I led our morose procession back to the wagon, Ella sobbed despondently, and my daughters trailed behind us solemn and stunned, having just buried their second father.
Watching the girl snivel piteously over her father’s grave reminded me of my own mother’s funeral. “The poor dear,” I thought cringing at the memory. Right then and there I determined to accept the girl as one of my own. “Come child,” I said offering my hand, which she accepted blindly. Gently I steered her away from my second husband’s final resting place. “May God rest his soul,” I thought struggling to conquer my raging emotions. I would have to be strong in the upcoming weeks; these girls would need someone to lean upon. I led our morose procession back to the wagon, Ella sobbed despondently, and my daughters trailed behind us solemn and stunned, having just buried their second father.
Monday, September 17, 2007
David's class
I think David accomplished quite a bit with his students by encouraging their social activism. However, I think he could have furthered his students' understanding by availing them of other movements and other methods of protest. For example, he might have added some books about the Child Labor Reform and US Labor Movement to his classroom library. He might consider exposing students to modern day examples of civil disobedience (i.e. Critical Mass). Further, David might allot time for the children to research the remedy for customers who are unsatisfied with the business practices or business model of a business entity.
David might have furnished more examples of print advertisements(magazines, newspapers, circulars, and billboards), which would have allowed his students the opportunity to examine the different images and language used to reach different audiences; for example, Women's Day ads would be drastically different than those in Seventeen magazine. The students would, almost certainly, be surprised by the ofttimes offensive stereotyping perpetuated by advertisers.
David might have furnished more examples of print advertisements(magazines, newspapers, circulars, and billboards), which would have allowed his students the opportunity to examine the different images and language used to reach different audiences; for example, Women's Day ads would be drastically different than those in Seventeen magazine. The students would, almost certainly, be surprised by the ofttimes offensive stereotyping perpetuated by advertisers.
Sunday, September 2, 2007
First encounter/Made a difference
My first encounter with a book report:
My older sister is three years my senior, and, as such, she reached all of the major developmental milestones before me. This provided fodder for her relentless teasing, and fueled my dogged commitment to keeping pace with her. She learned how to tie her shoes when she was six. Shortly thereafter I learned to tie my shoes. She learned how to read when she was six and a half. Thus, I started reading when I was about three and a half years old. So, I can't really remember the first children's book I read on my own.
I do, however, remember my first book report. I was five years old, and it was the summer before I entered second grade. Now, I don't know who suggested it, but my mother and stepfather, who were clearly desperate for some downtime, decided to assign us a book report (it was not optional). So, my sister and I foraged for some books. Although we never had a great deal of children's books in the house, because of our transitory lifestyle, we were able to locate three or four chapter books and one or two, of what I considered at the time to be, "baby books." Now, I might've chosen a chapter book, as I had just begun reading short chapter books on my own, but I reasoned that the shorter the book was the shorter my report would be; so, I settled on "Grover Goes to School," a Sesame Street book about a blue furry monster going to Kindergarten, and struggling to please everyone. It was a tale fraught with self-discovery and destined for a happy ending. After reading the book I asked my sister "What's a book report," but, of course, she refused to explain it to me. I asked my mother, but the instructions I received were obscure. So, I just rewrote the story word for word (talk about copyright infringement) put my name on the paper, and titled it book report. Then, I handed it in proudly. After reading what I'd written my stepfather handed it back to me and told me that I should have explained the story in my own words. Then, he told me to do it again. I was really miffed and I wrote something really snazzy like: "Grover goes to school. This is a story you can read if you want to it is on the bed in the room." I got in serious trouble. The end.
A story that affected my life:
I am not really a sentimental person. Don't get me wrong I get sad, but not sloppy, crying, hysterical sad. That said, the story I'm about to relay about a book that made a difference in my life should hold that much more credence. When my mother was in the army she would jog to keep physically fit, and she'd drag us along for company. We'd jog four or five miles along the army training courses, typically located in the barracks (we must have been the most physically fit children ever). My sister, more so than I, hated these jogs, but my mother would often ply us with the promise of a story. My mother is a great storyteller, but she's an even better singer. So, sometimes she would sing us spirituals, folk-songs, etc. All of which recounted folk-tales and fables. Here is my account of how one of these folk stories, impacted me as a child.
"Pad, pad, pad" our footsteps were muffled by snow. My mother was jogging steadily several feet ahead of me, and I was waiting for her to start. Although my sister had refused to come, I had agreed because my mother had promised to sing the song to me, again, and after several minutes of steady progress I felt obliged to remind her of this. So, I pulled up beside her, I was running to keep pace. She noticed (thank goodness) and slowed down to accommodate my jogging stride. "Sing it again," I huffed, "you promised."
She baited me "I did say I'd sing, but I didn't say which song I'd sing."
I was unrelenting "You knew which song I wanted to hear, and a promise is a promise!"
She rewarded me with the song. She sang in a haunting voice:
Two little children, a boy and a girl,
Set by an old church door.
The little girl's feet were as brown as the curl
That hung from the dress which she wore.
The boy's coat was faded and [torn];
A tear shone in each [his] eye[s].
"Why don't you run home to your mama?" I said,
And this was the maiden's reply:
Chorus: "Our mama's in heaven; they took her away,
And left Jim and I all alone.
We came here to sleep 'til the close of the day,
For we have no mama at home.
We can't win our bread-- too little," she said.
"Jim five years, and I'm only seven.
There's no one to love us and Papa is dead,
And our darling mama's in heaven."
"Our papa was lost out at sea long age;
We waited all night on the shore.
For he was a life-saving captain, you know.
But he never come back any more.
Then Mama got sick; angels took her away,
Away to that home warm and bright.
'They'll come for my darlings,' she told us, 'some day.'
Perhaps they are coming tonight,"
"Perhaps there's no room tonight," she said,
"For two little ones to keep."
Then placing her arms around little Jim's neck,
And kissing him. They...fell asleep.
The sexton came early to ring the church bell,
And found them beneath the snow white.
The angel's made room for two orphans to dwell
In heaven with mama that night.
Afterwards she looked over expectantly, as if prepared to answer all of the same questions I had asked her before. However, there were no questions. I said nothing, because my breath had begun to hitch and burn in my chest. I stopped running, and stood where I'd stopped doubled over and gasping for air. After several long moments I let out a wail of abject horror.
"What's wrong, baby" my mother asked wrapping me up in her arms. She might have been talking to me for several moments before I screamed, but I had been too preoccupied to notice. I sobbed inconsolably for several moments before I finally managed "It's not fair! It never changes. No matter how many times you sing it, it never changes."
"What never changes sweetie" she asked clearly confused.
"The end. They always die in the end."
My mother did her best to explain that it was only a story, that not all stories end happily, etc. Weeks before, when I'd first heard the song, I had been forced to confront my own mortality, and more disturbingly I had suddenly realized that my mother would die too. So, I had begun to pray, and I felt relatively certain that if I could bring the orphans from the song back to life through prayer this would somehow forestall the Grim Reaper altogether. That night I realized that death is the end, the final end, and that eventually death would claim everyone much as it had the two little orphans. I haven't come to a more significant realization than that.
About the song:
There have been many different musical adaptations, and the theme of orphans falling to rot and ruin is a common theme in literature (e.g. "The Matchstick Girl"). Personally, I count this as a folk-song/story and it has indeed appeared in many folk tale collections.
My older sister is three years my senior, and, as such, she reached all of the major developmental milestones before me. This provided fodder for her relentless teasing, and fueled my dogged commitment to keeping pace with her. She learned how to tie her shoes when she was six. Shortly thereafter I learned to tie my shoes. She learned how to read when she was six and a half. Thus, I started reading when I was about three and a half years old. So, I can't really remember the first children's book I read on my own.
I do, however, remember my first book report. I was five years old, and it was the summer before I entered second grade. Now, I don't know who suggested it, but my mother and stepfather, who were clearly desperate for some downtime, decided to assign us a book report (it was not optional). So, my sister and I foraged for some books. Although we never had a great deal of children's books in the house, because of our transitory lifestyle, we were able to locate three or four chapter books and one or two, of what I considered at the time to be, "baby books." Now, I might've chosen a chapter book, as I had just begun reading short chapter books on my own, but I reasoned that the shorter the book was the shorter my report would be; so, I settled on "Grover Goes to School," a Sesame Street book about a blue furry monster going to Kindergarten, and struggling to please everyone. It was a tale fraught with self-discovery and destined for a happy ending. After reading the book I asked my sister "What's a book report," but, of course, she refused to explain it to me. I asked my mother, but the instructions I received were obscure. So, I just rewrote the story word for word (talk about copyright infringement) put my name on the paper, and titled it book report. Then, I handed it in proudly. After reading what I'd written my stepfather handed it back to me and told me that I should have explained the story in my own words. Then, he told me to do it again. I was really miffed and I wrote something really snazzy like: "Grover goes to school. This is a story you can read if you want to it is on the bed in the room." I got in serious trouble. The end.
A story that affected my life:
I am not really a sentimental person. Don't get me wrong I get sad, but not sloppy, crying, hysterical sad. That said, the story I'm about to relay about a book that made a difference in my life should hold that much more credence. When my mother was in the army she would jog to keep physically fit, and she'd drag us along for company. We'd jog four or five miles along the army training courses, typically located in the barracks (we must have been the most physically fit children ever). My sister, more so than I, hated these jogs, but my mother would often ply us with the promise of a story. My mother is a great storyteller, but she's an even better singer. So, sometimes she would sing us spirituals, folk-songs, etc. All of which recounted folk-tales and fables. Here is my account of how one of these folk stories, impacted me as a child.
"Pad, pad, pad" our footsteps were muffled by snow. My mother was jogging steadily several feet ahead of me, and I was waiting for her to start. Although my sister had refused to come, I had agreed because my mother had promised to sing the song to me, again, and after several minutes of steady progress I felt obliged to remind her of this. So, I pulled up beside her, I was running to keep pace. She noticed (thank goodness) and slowed down to accommodate my jogging stride. "Sing it again," I huffed, "you promised."
She baited me "I did say I'd sing, but I didn't say which song I'd sing."
I was unrelenting "You knew which song I wanted to hear, and a promise is a promise!"
She rewarded me with the song. She sang in a haunting voice:
Two little children, a boy and a girl,
Set by an old church door.
The little girl's feet were as brown as the curl
That hung from the dress which she wore.
The boy's coat was faded and [torn];
A tear shone in each [his] eye[s].
"Why don't you run home to your mama?" I said,
And this was the maiden's reply:
Chorus: "Our mama's in heaven; they took her away,
And left Jim and I all alone.
We came here to sleep 'til the close of the day,
For we have no mama at home.
We can't win our bread-- too little," she said.
"Jim five years, and I'm only seven.
There's no one to love us and Papa is dead,
And our darling mama's in heaven."
"Our papa was lost out at sea long age;
We waited all night on the shore.
For he was a life-saving captain, you know.
But he never come back any more.
Then Mama got sick; angels took her away,
Away to that home warm and bright.
'They'll come for my darlings,' she told us, 'some day.'
Perhaps they are coming tonight,"
"Perhaps there's no room tonight," she said,
"For two little ones to keep."
Then placing her arms around little Jim's neck,
And kissing him. They...fell asleep.
The sexton came early to ring the church bell,
And found them beneath the snow white.
The angel's made room for two orphans to dwell
In heaven with mama that night.
Afterwards she looked over expectantly, as if prepared to answer all of the same questions I had asked her before. However, there were no questions. I said nothing, because my breath had begun to hitch and burn in my chest. I stopped running, and stood where I'd stopped doubled over and gasping for air. After several long moments I let out a wail of abject horror.
"What's wrong, baby" my mother asked wrapping me up in her arms. She might have been talking to me for several moments before I screamed, but I had been too preoccupied to notice. I sobbed inconsolably for several moments before I finally managed "It's not fair! It never changes. No matter how many times you sing it, it never changes."
"What never changes sweetie" she asked clearly confused.
"The end. They always die in the end."
My mother did her best to explain that it was only a story, that not all stories end happily, etc. Weeks before, when I'd first heard the song, I had been forced to confront my own mortality, and more disturbingly I had suddenly realized that my mother would die too. So, I had begun to pray, and I felt relatively certain that if I could bring the orphans from the song back to life through prayer this would somehow forestall the Grim Reaper altogether. That night I realized that death is the end, the final end, and that eventually death would claim everyone much as it had the two little orphans. I haven't come to a more significant realization than that.
About the song:
There have been many different musical adaptations, and the theme of orphans falling to rot and ruin is a common theme in literature (e.g. "The Matchstick Girl"). Personally, I count this as a folk-song/story and it has indeed appeared in many folk tale collections.
Blog Post 1
Yeah, creative post title... I know! Well, let's dive right into it:
I have always been alert to the racism, sexism, classism, etc. that underlies every facet of life. Mainly because I was raised by very progressive minded multiethnic parents who understood the importance of alerting me to the stereotypes and generalizations I would constantly be barraged with as a economically disenfranchised minority female. As a very young child I was confronted by these realities on an almost daily basis; you see, my stepfather was a 6'4 inch African American male. My mother and I, generally, cannot pass for African American, and as a result stereotypes and generalizations colored all of our social interactions. For example, when my stepfather and I were out people would "discretely" quiz me on our relationship "So you're out with your..." "Are you in any trouble..." and (dropping all pretense), "Do you know this man?" Occasionally, we were subject to overt racism. For example, I might make a new friend in school, and lose that new friend the first time my stepfather came to pick me up from a play-date. Bear in mind that I was raised on military bases overseas and in the United States, and in a bygone era to boot.
Spurred by the harsh realities that our unorthodox upbringing exposed us to our family had an amazing open-dialogue concerning racism, sexism, and classism in society. In hindsight I am truly amazed at the quality and depth of discussions we were carrying on as a family. For example, I remember receiving a Kid Sister doll when I was six years old. A doll who was billed as an African American doll (for a change), and holding a discussion about the texture of the doll's hair. I also distinctly remember driving through an urban area and counting the number of liquor store and cigarette advertisements. Then, comparing that number with the number in a suburban area. I remember seeing Sambo images, and discussing the implications of this kind of political posturing. Further, I remember having a frank and open discussion of the "N Word," Africans as chattel, and slavery in America.
All of this is to say that I know that texts are not neutral, I've always known it, and I believe that it is imperative that educators take an active and challenging approach to reading. It is of the utmost important that teachers empower their students to question and critically analyze texts; so, students develop an awareness of the relationships between texts, language, power, social groups, and societal practices.
Through this class I hope to learn how to encourage real curriculum in my classroom. I have had some success, and I am eager to experience more. This past year my students read A Chair for My Mother, and we talked about how fires can affect individuals, families, and even communities; at which point, one of my students made the connection I was hoping for, and he mentioned the fire that destroyed our local library. Thereafter, all of my students discussed how they had experienced the fire, and as our discussion progressed the students became motivated to help rebuild the library. In this manner, the HULA HOOPS FOR HOPES fundraiser was born. The students piloted, advertised, and sponsored this fundraiser. The proceeds were donated to the Georgetown Library Fund.
I have always been alert to the racism, sexism, classism, etc. that underlies every facet of life. Mainly because I was raised by very progressive minded multiethnic parents who understood the importance of alerting me to the stereotypes and generalizations I would constantly be barraged with as a economically disenfranchised minority female. As a very young child I was confronted by these realities on an almost daily basis; you see, my stepfather was a 6'4 inch African American male. My mother and I, generally, cannot pass for African American, and as a result stereotypes and generalizations colored all of our social interactions. For example, when my stepfather and I were out people would "discretely" quiz me on our relationship "So you're out with your..." "Are you in any trouble..." and (dropping all pretense), "Do you know this man?" Occasionally, we were subject to overt racism. For example, I might make a new friend in school, and lose that new friend the first time my stepfather came to pick me up from a play-date. Bear in mind that I was raised on military bases overseas and in the United States, and in a bygone era to boot.
Spurred by the harsh realities that our unorthodox upbringing exposed us to our family had an amazing open-dialogue concerning racism, sexism, and classism in society. In hindsight I am truly amazed at the quality and depth of discussions we were carrying on as a family. For example, I remember receiving a Kid Sister doll when I was six years old. A doll who was billed as an African American doll (for a change), and holding a discussion about the texture of the doll's hair. I also distinctly remember driving through an urban area and counting the number of liquor store and cigarette advertisements. Then, comparing that number with the number in a suburban area. I remember seeing Sambo images, and discussing the implications of this kind of political posturing. Further, I remember having a frank and open discussion of the "N Word," Africans as chattel, and slavery in America.
All of this is to say that I know that texts are not neutral, I've always known it, and I believe that it is imperative that educators take an active and challenging approach to reading. It is of the utmost important that teachers empower their students to question and critically analyze texts; so, students develop an awareness of the relationships between texts, language, power, social groups, and societal practices.
Through this class I hope to learn how to encourage real curriculum in my classroom. I have had some success, and I am eager to experience more. This past year my students read A Chair for My Mother, and we talked about how fires can affect individuals, families, and even communities; at which point, one of my students made the connection I was hoping for, and he mentioned the fire that destroyed our local library. Thereafter, all of my students discussed how they had experienced the fire, and as our discussion progressed the students became motivated to help rebuild the library. In this manner, the HULA HOOPS FOR HOPES fundraiser was born. The students piloted, advertised, and sponsored this fundraiser. The proceeds were donated to the Georgetown Library Fund.
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